The AchieveAbility Network Steering Group has commented on the recently published HEFCE paper 'Higher Education outreach: targeting disadvantaged learners', highlighting 3 key areas of concern;
1) The process for monitoring and evaluating outreach activities for disabled people and especially those with Specific Learning Differences, e.g. Dyslexia, Dyspraxia and Dyscalculia
2) The data collection methodology which still defines widening participation in relation to geographical areas, social disadvantage and family background.
3) The lack of recognition in the guidelines for the loss of talent in a modern economy by low rates of participation in HE by learners with specific learning differences; an intellectual talent of critical importance for the creation of a high-skills economy.
The AchieveAbility Network would like to see more inclusive practice embedded within the policy document.
The document states that:
‘This document provides guidance on effective ways to target outreach activities at people from communities under-represented in higher education. It refines the definition of the target group for Aimhigher and outreach activity; provides a methodology to make targeting more effective; and sets out a process for measuring the effectiveness of the targeting process’.
However we would like to ask what is meant by communities that are under- represented. We are pleased that disability is now included in the category of disadvantaged. It should be noted that up to 20% of the population might have a disability with the majority of this percentage being a disability which is linked to differences in learning: Dyslexia, Dyspraxia , Dyscalculia (BDA). It is not clear how these learners might be identified. The policy document does not give any guidance on how schools, colleges and HE would identify students with a specific learning difference.
In recent years the AchieveAbility Network commissioned the HE Academy (Dr Helen May) to conduct research on the ‘ the information collection and dissemination practices for learners with specific learning differences across the education sector’. It was found that data collection systems were very different across sector which meant that learners were not necessarily identified when progressing to FE or HE from schools.
It was noted that this disparate practice would have a negative impact and thereby a consequential intellectual loss to education and employment. If the government is really serious about personalized learning within mainstream education then is it vital that fair access is underpinned by strategic planning to ensure that a cross sector approach is implemented to support the attainment of these learners.
The document suggests that there should be a sharpened focus to advice and guidance within AimHigher Partnerships (key principles for targeting widening participation activity). The AchieveAbility Network would like it noted that a sharpened focus would not be a deliverable if the practice is not place with regard to the identification and targeting of these learners.
AchieveAbility has experience of the strategies recommended and we have sound research which informs our practice. We would welcome a dialogue with HEFCE and the Minister about the need for more clarity regarding identification of learners with disabilities and appropriate practice for outreach work.
